Almanac - Guidelines for Community Life
1 ALMANAC 2018-19 Rev 8/15/18 Almanac Guidelines for Community Life 2018-19 Mission and Values of Our Learning Community Page 2 A Commitment to Ethical Conduct Page 3 A Network of Support Page 4 Key Contacts Page 5 Academic Life Page 6 Residential Life Page 18 Co-Curricular Program Page 24 Attendance Policy, Onand OffCampus Bounds & Permissions, and Leaves Page 27 Campus Maps Page 34 Student Health Page 36 Community Regulations Page 39 The Code of Ethical Conduct and the Community Conduct Council Page 49 Discipline Procedure Page 53 Academic Integrity Policy Page 55 Disability Policy Page 58 Medical Leave Policy Page 60 General Harassment Policy Page 62 Sexual Misconduct Statement Page 65 Responsible Use Policy Page 67 Unmanned Aircraft System (UAS) Campus Policy Page 73 Vehicle Policy Page 74 1.
2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. CONTENTS The School reserves the right to make changes in the content of this book as it deems necessary and will provide periodic notifications to the community when content has been updated. The Hotchkiss School does not discriminate on the basis of age, sex, religion, race, color, sexual orientation or national orientation in the administration of its educational policies, athletics, or other School-administered programs, or in the administration of its hiring and employment practices.
ALMANAC 2018-19 MONITI MELIORA SEQUAMUR Guided by each other, let us seek better paths.
The Hotchkiss School Mission The Hotchkiss School seeks to inspire a diverse range of students who are committed to the betterment of self and society, and to cultivate in them at the highest standards of excellence imagination and intellect, openness and personal integrity, empathy and responsible citizenship that they may discover and fulfill their potential as individuals fully engaged in our world. Values of Our Learning Community The aim of The Hotchkiss School, since its foundation, has been to provide a dynamic environment for teaching and learning, as well as exceptional preparation for future study and fulfilling adult lives.
Our residential community—the network of relationships created by the School’s people, place, and opportunities—is our most effective means of providing a transformative educational experience, where students may grow and gain greater understanding of themselves and their responsibilities to others. We believe that a healthy and inclusive learning community nourishes students physically, emotionally, and intellectually; fosters joy in learning and living with others; and ensures that all feel safe, seen, and supported.
- All members of the Hotchkiss community have a role in sustaining this environment. Therefore, we expect all to
- commit to high standards of scholarship and personal conduct;
- open their minds and hearts to the views and experiences of others, creating space for all to belong and to thrive;
- practice the values that nurture healthy relationships: respect, honesty, and compassion in particular;
- risk and reflect in the pursuit of continual growth; and
- exercise responsible citizenship through local and global engagement, service, and environmental stewardship.
3 ALMANAC 2018-19 Rev 8/15/18 A Commitment to Ethical Conduct The Hotchkiss School seeks to inspire a diverse range of students who are committed to the betterment of self and society and to cultivate in them at the highest standards of excellence, their imagination and intellect, openness and personal integrity, and empathy and responsible citizenship. Every member of this community has a role in sustaining a respectful and inclusive environment by behaving in accordance with our shared values and the regulations outlined in the Almanac. We ask that all community members read the Almanac and familiarize themselves with our community’s standards of behavior, policies, protocols, and available resources.
CODE OF ETHICAL CONDUCT Adult members have special responsibilities and duties to care for our students. They understand and accept fully the trust placed in the School by students and their families and recognize that learning occurs best in a boarding school when trust and a sense of security are systemic within the community. Expectations of ethical conduct for faculty, staff, and other adults of our residential community are spelled out in the Employee Handbook and the relevant supplements. The Code of Ethical Conduct is intended to provide guidance to all members of The Hotchkiss School community regarding appropriate interactions between adults and students.
Although it is not intended to be an exhaustive list of expectations and prohibited behaviors, it should serve as a reminder that the actions of all Hotchkiss community adults (faculty, staff, volunteers, independent contractors, and adult residents at Hotchkiss) should at all times be above reproach, governed by common sense, and taken with the best interests of the students and the School in mind.
- To read more about the Code of Ethical Conduct and the Community Conduct Council, see page 49. At Hotchkiss
- We promote a culture of dignity and respect within our community;
- We pledge to nurture the well-being and safety of our students at all times and always to be focused on these interests and ready to act on them;
- We acknowledge that the inherent imbalance of power in our relationships with students requires us to maintain healthy boundaries in our interactions with students and we strictly adhere to those sections of the Employee Handbook, especially policies that prohibit any and all forms of sexual or romantic contact with students;
- We observe appropriate boundaries in speech and writing, including electronic communication. In addition, we acknowledge and uphold the specific clauses of the Responsible Use Policy that address electronic communication. Standards of Behavior Adult members of the Hotchkiss community should, at all times, act in accordance with the general principles stated above. It is not possible to create an exhaustive list of standards for behavior to cover every potential situation involving conduct with students. The following are examples of behavioral standards to help guide adults when engaging with students. When interacting with students, whether in person or otherwise, adults must at all times:
- Be alert to the imbalance of power that exists in relationships between adults and students and never abuse it. This imbalance can continue after the student has graduated.
- Establish and maintain healthy boundaries with students and refrain from any conduct that places the interests of the adult ahead of the student’s interests.
- Conduct themselves as role models for students.
- Operate in a manner consistent with the mission of the School and which reflects well on the School.
- Set appropriate limits with students and encourage their growth, learning and autonomy.
- Refer students in need of counseling or other health services or attention to the appropriate professional.
4 ALMANAC 2018-19 Rev 8/15/18 A Network of Support Our faculty and staff work together to ensure that all students feel safe, seen and supported.
Teachers, coaches, club advisors, counselors, advisors, class deans, dormitory faculty, and proctors all work together to guide our students in their daily lives and monitor their progress throughout the school year. FACULTY ADVISORS The relationship among faculty advisors, students, and parents is at the heart of our approach to student support and learning. Every student is assigned a faculty advisor who is responsible for monitoring the student’s academic and personal progress. The faculty advisor is the primary contact for an advisee’s parents or guardians and serves as the point person for communication regarding the advisee.
Parents or guardians with concerns and questions about their student should first contact their student’s faculty advisor.
Each faculty advisor meets regularly with their advisees individually and as a group and follows a common calendar designed to address advisees’ needs. Advisee groups are limited in size in order to ensure that faculty advisors can give each advisee appropriate attention. A student may always request a new faculty advisor from the dean of community life. Faculty advisors are accustomed to such changes and do not take it personally when advisees seek new advisors. At the end of each academic year, returning students are invited to list the members of the faculty whom they would welcome as a faculty advisor for the following year.
They can always continue with their current advisor (unless the advisor will be away). The School makes every effort to assign students seeking a change to one of their preferred choices.
CLASS DEANS Class deans are responsible for monitoring the academic and social progress of the students in the class to which they are assigned. The prep class dean works exclusively with each prep class; other class deans serve the class to which they are assigned from lower-mid year to graduation. Class deans work closely with the dean of students, the dean of academic life, the registrar, the dean of community life, and faculty advisors. They track attendance, report official concerns and actions to parents, conduct weekly class meetings, and support the class as they progress through the year.
Students should direct requests for permission to miss any academic or School-related commitment to their class dean. DORMITORY FACULTY Dormitories are places of rest, study, leisure, and fun. They are also places where students learn and grow intellectually, emotionally, and socially. Dormitory faculty tend to this aspect of the School’s mission with care and dedication. By their consistent and sustained presence, dorm faculty ensure an environment conducive to academic study and positive social development, providing guidance, oversight, and mentoring to the students living in our dormitories.
Each team of dormitory faculty is supervised by a dormitory head. Dormitory heads meet regularly with the dean of residential life and the dean of community life.
PROCTORS Proctors are seniors and upper mids who have been carefully selected on the basis of their demonstrated capacity to support other students, nurture a sense of community in their dorms, and serve as respected role models in the community. They live alongside fellow students, keep alert to their well-being, and help care for them. Proctors work closely with dormitory faculty to create a safe, healthy environment for learning and growth.
5 ALMANAC 2018-19 Rev 8/15/18 Key Contacts If you have questions regarding School policies and procedures or are unsure about whom to contact, please reach out to the dean of students.
Faculty and staff members, faculty advisors, dormitory faculty, and proctors are all available to help and answer questions that students and parents may have. Academic Life and Registrar (grades, transcripts, course selection) (860) 435-3186 Class Deans (860) 435-3189 Admission and Financial Aid (860) 435-3102 Athletics (860) 435-3287 College Advising (860) 435-3180 Counseling (860) 435-3659 Dormitory or Residential Life (860) 435-3739 Dean on Duty (860) 435-2591 Health Center (860) 435-3226 International Students and Programs (860) 435-3179 Information Technology (860) 435-4487 Laundry Services (860) 435-3275 Post Office (860) 435-3299 Student Activities (860) 435-3192 Business Office (student billing, payment plans, tuition payments) (860) 435-3168 Study Skills (860) 435-3206 Weekend Leave Permissions (voicemail) (860) 435-3202 KEY CONTACTS Head of School Craig W.
Bradley Associate Head of School, Dean of Faculty Merrilee Mardon Dean of Community Life Art Gibb ’85 Dean of Academic Life Jared Hall Dean of Admission and Financial Aid Erby Mitchell Director of College Advising Rick Hazelton Director of Diversity and Inclusion Rachel Myers Dean of Residential Life Heather Perrenoud Dean of Students Elizabeth Droz Prep Class Dean Nora Yasumura Dean of the Class of 2021 Christina Cooper Dean of the Class of 2020 Amanda McClure Dean of the Class of 2019 Marc Dittmer Main School Number (860) 435-2591 From a campus phone: Dial 0 Campus safety and security, located on the ground floor of Coy dormitory, is on duty 24 hours a day, seven days a week.
Security manages the main phone switchboard.
IN THE EVENT OF AN EMERGENCY: CALL 911
6 ALMANAC 2018-19 Rev 8/15/18 Academic Life Teaching and learning permeate every facet of life at Hotchiss. The classroom sits at the heart of our enterprise. We define the classroom as a space where capable, intrinsically motivated students, guided by critically reflective teachers, deepen their capacity and appreciation for learning. Each student is required to know and comply with our academic regulations. No one should expect to be preemptively warned to adhere to them, and one’s assertion of ignorance of a rule will not be accepted as an excuse for one’s violation of it.
Rules and policies may be modified or amended during the school year. Such changes, if and when they are made, are publicized to the community.
ACADEMIC INTEGRITY Academic integrity is integral to our purpose, as it is based on honesty, trust, fairness, respect, and responsibility. It also trains students for the rigor of college studies and affirms the bond between intellect and character. For the full version of the Academic Integrity Policy, see page 55. Each academic department may have specific parameters that guide expectations of student work within that discipline; please visit academic department pages on the School website for more details. DIPLOMA REQUIREMENTS To qualify for a diploma, students must be currently enrolled and in good standing at the School, satisfy the various departmental requirements regarding level of study and proficiency, and complete the requirements detailed in the course listing.
Students should carefully plan their academic program with their faculty advisors, making sure that they will meet Hotchkiss diploma requirements and complete a challenging, comprehensive course of study that complements their interests and talents.
COURSE LOAD REQUIREMENTS Students must earn a certain number of credits, depending on their entry year. Nine of the total credits must be earned in the upper-mid and senior years, unless the student enters Hotchkiss in the senior class. For each yearlong course passed, a student receives one credit (or in the case of some yearlong music ensembles, one-half credit); for each semester course passed, a student receives one-half credit. Students receive three credits for passing the yearlong Humanities course. Seniors must pass all of their courses.
- A student entering in the prep class must receive a minimum of 19 credits.
- A student entering in the lower-mid class must receive a minimum of 14 credits.
- A student entering in the upper-mid class must receive a minimum of 9 credits.
- A student entering in the senior class must receive a minimum of 4 credits. Course load requirements vary, depending on grade level. Preps and lower mids normally carry the following six-credit load: Humanities (three credits), a classical or modern language (one credit), math (one credit), and science (one credit). Preps and lower mids are also required to take Human Development, a twice-weekly, not-for-credit course. Upper mids and seniors normally carry a five-credit load each semester. On occasion, some students may wish to carry a different course load. In order to do so, they must receive permission from their advisor and dean of academic life.
7 ALMANAC 2018-19 Rev 8/15/18 SUBJECT REQUIREMENTS Students must meet the diploma requirements in various subject areas, depending on their entry year: ENTERING PREPS English Prep Humanities, LM Humanities, UM English, senior English Mathematics & Computer Mathematics through the third level, including geometry or the equivalent, by placement or completing a 300-level course Science Prep Science Core and one additional year of a laboratory science Humanities & Social Sciences Prep Humanities, LM Humanities Classical & Modern Languages* Through the third-year level of a language offered at Hotchkiss by placement or study Visual & Performing Arts Prep Humanities, LM Humanities Human Development Taken in prep and lower-mid years ENTERING LOWER MIDS English LM Humanities, UM English, Senior English Mathematics & Computer Mathematics through the third level, including geometry or the equivalent, by placement or completing a 300-level course Science Two credits in a laboratory science, which may include high school credit earned prior to enrollment for the equivalent of one year of biology, chemistry, or physics Humanities & Social Sciences LM Humanities and one credit, which may include high school credit earned prior to enrollment for the equivalent of one year of history, philosophy, or social science Classical & Modern Languages* Through the third-year level of a language offered at Hotchkiss by placement or study Visual & Performing Arts LM Humanities Human Development Taken in the lower-mid year
- 8 ALMANAC 2018-19 Rev 8/15/18 ENTERING UPPER MIDS English
- UM English, senior English Mathematics & Computer Mathematics through the third level, including geometry or the equivalent, by placement or completing a 300-level course Science Two credits in a laboratory science, which may include one or two high school credits earned prior to enrollment for the equivalent of one or two years of biology, chemistry, or physics Humanities & Social Sciences U.S. History** and one credit, which may include high school credit earned prior to enrollment for the equivalent of one year of history, philosophy, or social science Classical & Modern Languages* Through the third-year level of a language offered at Hotchkiss by placement or study, or through the second-year level of one language offered at Hotchkiss by study ENTERING SENIORS AND POSTGRADUATES English
- Senior English Postgraduates may petition the Committee on Honors and Academic Standing to have this requirement waived.
Mathematics & Computer Mathematics through the third level, including geometry or the equivalent, by placement or completing a 300-level course Postgraduates are not required to take math. Humanities & Social Sciences U.S. history** Postgraduates are not required to take a Humanities and Social Science course. Classical & Modern Languages* Through the third-year level of a language offered at Hotchkiss by placement, or by earning one credit Postgraduates are not required to take a language. * The Classical & Modern Languages Department requires that the language requirement be completed in successive years, unless the department has granted special permission.
Entering students who have taken a year of U.S. history can apply to the Humanities & Social Sciences Department for a waiver of this requirement. If this waiver is granted, then the students are required to take another year of history or art history in place of U.S. history and to write a research paper to Hotchkiss standards within that year.
9 ALMANAC 2018-19 Rev 8/15/18 CLASSICS DIPLOMA Students who attain a high level of proficiency in both Latin and Greek are eligible to receive a Classics Diploma. We have defined “high level” as a level of proficiency that will enable a student to succeed in college courses beyond the elementary level.
To earn a Classics Diploma, students must complete: 1. Latin through LA380 or LA450 2. Greek through GK280 3. LA550, GK380 or one semester of a Classical civilization course (CL451/452)* Students who choose Greek as their primary Classical language may earn six “levels” by completing GK380 and LA350 (or higher).
Students who begin the Classics program as lower mids (i.e. in LA150) are released from this requirement. NCAA INITIAL ELIGIBILITY REQUIREMENTS Student-athletes interested in playing interscholastic sports at any Division I or Division II college or university must meet the NCAA initial eligibility requirements. These student-athletes should visit the NCAA Clearinghouse website (http:// eligibilitycenter.org) for details, complete the eligibility checklist, and then meet with Academic Office and College Office personnel to review their eligibility status. In order to be eligible to play interscholastic sports at Division I or II schools, student-athletes must have earned credits in certain core course areas.
Division I 16 Core Courses: 4 years of English 3 years of mathematics (algebra I or higher) 2 years of natural/physical science (including one year of lab science) 1 year of additional English, mathematics, or natural/physical science 2 years of social science 4 years of additional courses (from any area above, foreign language, or comparative religion/philosophy) Division II 16 Core Courses: 3 years of English 2 years of mathematics (algebra I or higher) 2 years of natural/physical science (one year of lab science) 3 additional years of English, mathematics, or natural/physical science 2 years of social science 4 years of extra courses (from any area above, foreign language, or comparative religion/philosophy)
10 ALMANAC 2018-19 Rev 8/15/18 COURSE WORK Daily Schedule Most classes meet five periods a week, with four (45-minute) single period classes and one double period (80-minute) meeting. AP science courses typically meet for six periods a week, adding an additional single period to the typical class schedule. The prep and lower-mid Humanities program, comprised of courses from four disciplines (art, English, history, and philosophy and religion), has unique scheduling requirements. English and history classes meet for four single periods a week; philosophy and religion classes meet for two single periods a week.
Art scheduling varies by discipline but is equivalent to four single periods per week.
Submission of Coursework to Instructors Students are expected to take responsibility for the timely delivery of all coursework in the manner and format prescribed by the instructors. Faculty must post homework assignments by 4 p.m. Work during Vacations Teachers may not assign or expect students to work on major papers or projects over the Thanksgiving, winter, or spring breaks. No new homework can be assigned for the first day back from the winter and spring breaks. Over the summer recess, students are expected to complete books assigned by the English Department and an “All–School Read,” assigned by the head of school.
Some elective courses may require or encourage summer work. Late or Postponed Work Instructors may grant students permission to submit late work, provided that the assignment is submitted by the date determined by the instructor and before the end of the marking period.Work Missed during the Term The basic responsibility for permitting the submission of late work during the term is the instructor’s. However, students may occasionally have grounds for seeking extensions that they do not wish to disclose to their instructors. Because we do not wish to impede the granting of valid extensions, students may seek permission from their class dean to submit late work during the term in one of three carefully defined circumstances:
- Religious Observance. Students should assume responsibility for anticipating conflicts between deadlines and their religious observances, and should consult with their class dean at the earliest opportunity.
- Incapacitating Illness. By definition, an incapacitating illness requires immediate medical attention. Students suffering from an incapacitating illness should proceed directly to the Health Center in order to seek treatment, and then notify their class dean of their condition at the earliest opportunity.
Serious Emergency. The death or injury of a family member or close friend constitutes a serious emergency, and students who learn of such a distressing event should contact their class dean immediately. For these or other comparable crises, class deans are expected to employ consistent judgment in determining whether or not a given situation rises to the level of a serious emergency and to consult the dean of academic life. Students in such circumstances may request confidentiality and ask that their class dean communicate with the dean of academic life, who will notify instructors. Given the potentially sensitive nature of the need for an extension granted by the dean of academic life, instructors are encouraged to accept such extensions without comment to the student and to direct subsequent questions and concerns to the class dean.
Students who seek to extend a deadline for reasons other than those listed above should seek the permission of their instructor, as the instructor is the only person who can decide whether such permission is appropriate. This permission may not, however,
11 ALMANAC 2018-19 Rev 8/15/18 extend beyond the end of the term. Permission to submit work still incomplete at the end of term may be granted only in consultation with the dean of academic life. On-Campus Academic Medical Modification Policy The School is committed to supporting students who need to remain on campus but have medical conditions that make it difficult or impossible for them to participate in the School’s full academic and co-curricular program.
To allow students to focus on their health and recovery, the School has created an On-Campus Academic Medical Modification Policy. The purpose of an On-Campus Academic Medical Modification Policy is to protect students, for a specific period of time, from having to meet the day-to-day academic expectations of the School and to allow them time and space to recover. A student remains on On-Campus Academic Medical Modification Policy until the Health Center recommends a return to full-time status. The student’s return to the School’s regular academic program is managed by the Academic Office.
Make-up Work Make-up classes, quizzes, and tests are matters of faculty judgment. Students are expected to notify teachers well in advance whenever they know they are going to miss classes and to be responsible for work missed because of illness, weekends, athletic trips, college visits, field trips, etc.
Zeros may be given for daily work in class, but a zero may not be given as a penalty for work missed because of an unexcused absence unless the graded exercise was previously announced. WORK INCOMPLETE AT THE END OF TERM With the consent of the relevant head of department and the dean of academic life, an instructor may grant an incomplete (I) when circumstances deemed to be beyond the student’s control preclude the completion of assigned work. Such circumstances may include prolonged injury or illness, or instances when the student has been called away from campus during a period of final assessment.
Prior to the close of a marking period, the instructor should inform the student how the incomplete work may affect their grade. In consultation with the student’s instructor, faculty advisor, and class dean, the dean of academic life will set a deadline for the incomplete work.
In authorizing an incomplete, the dean of academic life will stipulate the date on which the student’s late work will be due and the date on which the instructor is expected to submit a course grade to the registrar. If the student’s work has not been completed in time for the instructor to report a grade to the registrar by the deadline stipulated, then the instructor will submit a grade for the student that reflects the absence of the missing work, or the dean of academic life will convert the mark of I to a grade of F.
In most cases, students resolve incompletes when they finish the work required for the course.
In two cases, incomplete grades for a marking period may remain unresolved. First, students who must change levels within a course may be unable to complete the work missed in the course they join as a result of the level change. Second, students who miss a substantial portion of a course for medical reasons but who are cleared to earn credit for the course may be unable to complete all of the work of the marking period. An incomplete is not a grade and thus will not be reported on the student’s official transcript. USE OF COMPUTERS AND POSTPONEMENT OF WORK Problems that may arise from the use of computers, software, and printers normally are not considered legitimate reasons for the postponement of work.
A student who uses computers is responsible for operating them properly and completing work on time. It is expected that a student will exercise reasonable prudence to safeguard materials, including making backup copies of data or school work. Any computer work should be completed well in advance of the deadline in order to avoid last-minute technical problems as well as delays caused by heavy demand on shared computer resources. Authority to grant extensions on the basis of computer difficulties resides solely with the instructor.
12 ALMANAC 2018-19 Rev 8/15/18 POSTPONEMENT OF FINAL EXAMINATIONS Only the dean of academic life may authorize postponement of a final examination. The dean of academic life may give such permission because of a religious observance, an incapacitating illness, a serious emergency, or a comparable crisis. A student’s end-of-term travel plans are not a basis for the postponement of a final examination. Permission to postpone a final examination does not also carry authorization for a student to submit other work late in that course. Makeup examinations are scheduled and administered by the dean of academic life.
The dean of academic life automatically records a grade of F in a course for a student who fails to take an officially scheduled makeup examination at the appointed time. In such cases, if a grade is not received by the established date, the dean of academic life automatically records a grade of F in the course.
FINAL EXAMINATIONS INTERRUPTED BY SUDDEN AND SERIOUS ILLNESS OR OTHER EMERGENCY It is normally the expectation that when a student begins a final examination but does not complete it, the student will receive credit only for the work completed on the examination. If, however, a student becomes unable to complete an examination because of a sudden and serious illness or other emergency during the examination, the student may request authorization from the dean of academic life to take a makeup final examination. In such a case, the student must explain their departure to the person proctoring the examination before leaving the room, proceed directly to the Health Center, and notify the dean of academic life as soon as possible.
ADDING OR DROPPING COURSES Students may add or drop yearlong courses at the start of the first semester and semester courses at the start of each semester. After the first two weeks of a semester, students who wish to add a course must first discuss the matter with their faculty advisor, then receive permission from the dean of academic life and the instructor. Semester or yearlong courses dropped after the first marking period and semester courses dropped after three weeks in the second semester remain on the student’s transcript with the cumulative grade at the time the course was dropped, but no credit is awarded.
ON– AND OFF–CAMPUS PROJECTS On and off-campus projects (both referred to as OCPs) provide second-semester seniors with the opportunity to pursue independent academic projects in lieu of standard academic courses in the spring term. On-campus projects take the place of one course; off-campus projects take the place of all courses. The application process for OCPs begins with a written proposal at the end of the first semester. If the OCP is approved, then the student must complete the project successfully by the end of the fourth marking period in order to be a diploma candidate. More information about the OCPs can be obtained through the Academic Office.
WORKLOAD Students should expect to complete three to four hours of homework per week for each of their classes. For most classes, this means about 45 minutes of preparation for each class meeting, though the greater demands of honors and AP courses often require more time. Humanities homework assignments generally require 30 minutes or less. Homework must be assigned in writing during the class day. Homework and online assessments must be due during the class day. Classes are excused to compensate for mandatory attendance at evening presentations related to the class. This policy does not apply to All-School Meetings.
Teachers granting excused absences to a class must also notify their department head. If a student has three or more tests, papers, or projects due on the same day, the student has the option of having the paper or test that was assigned last postponed until the next day. It is the student’s responsibility to inform the teacher whose assignment is being postponed as far in advance as possible. It is not acceptable to inform the teacher on the day of the test.
13 ALMANAC 2018-19 Rev 8/15/18 GRACE DAYS Grace days follow most evening All-School Meetings and the day after Parents Weekend, Thanksgiving Holiday, and Long Winter Weekend. No major test, paper, or project may be due on a grace day. Homework assignments are limited to half the normal amount of time for that day for each teacher, no matter when the assignment was given. EXAMINATION AND PROJECT PERIODS At the end of each semester, the School creates a schedule for exams and projects. A reading day precedes the first exam/ project slot to provide students with uninterrupted time for preparation.
No mandatory activities may be scheduled on the reading day, including review sessions (unless the exam is the next day), rehearsals, extracurricular activities, or major social events. Exams are typically two hours in length, and students must remain in the exam room for the entire examination period. Only the dean of academic life may reschedule a student’s exam.
Teachers may not share exams or project results until the completion of the examination/project period. Teachers keep graded exams until the end of the next semester. Seniors are not required to take exams in June, unless they fall below a certain grade point average as set by each department. GRADES AND COMMENTS Grades are reported four times a year: at the end of the first marking period in October, the second marking period (including first semester grades) in December, the third marking period in March, and the fourth marking period (including second semester and full-year grades) in June.All students receive comments on their progress from teachers, advisors, and dormitory faculty at regular intervals throughout the year:
- Classroom teachers write comments at the end of semester in December and June, and at the end of any marking period for a student who is failing or incomplete in the course for that marking period or cumulatively for the semester or year. Seniors do not receive classroom comments at the end of the second semester.
- Dormitory faculty write comments for all residents of their corridor. Preps and lower mids receive dormitory comments at the end of the first and third marking periods; upper mids receive dormitory comments at the end of the second and fourth marking periods; and seniors receive dormitory comments at the end of the second marking period.
- Faculty advisors write comments at the end of each semester.
Explanation of Grades Hotchkiss grades on a traditional scale, with A+ being the highest grade and F considered a failing grade. Students with an A+ or A average earn first honor roll and students with an Aaverage earn second honor roll. Students placed on probation for academic dishonesty are not eligible for honor roll that semester. Numerical equivalents for letter grades are listed as follows: A+ 97-100 A 93-96 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F below 60 Cumulative grade point averages for each semester and for the year are provided on a student’s report card in both letter and numerical formats.
A student’s cumulative numerical grade point average for the year is also included on his or her transcript. For these calculations, letter grades are translated as such: A+ = 12, A = 11, A- = 10, B+ = 9, B = 8, B- = 7, C+ = 6, C = 5, C- = 4, D+ = 3, D = 2, D- = 1, F = 0. Cumulative grade point averages are calculated by weighting a student’s numerical grade point average by the number of credits earned at the end of a semester for semester calculations and at the end of the year for year calculations.
14 ALMANAC 2018-19 Rev 8/15/18 FAILED COURSES When students fail a course, they are given the opportunity to make up the failure in one of two ways. If appropriate, the course may be repeated the following year. Students also have the opportunity to take what Hotchkiss calls a condition exam, usually in August, after working with a tutor or completing coursework elsewhere. ACADEMIC REVIEW COMMITTEE (ARC) ARC identifies students in significant academic trouble. The class deans, the dean of academic life, and the study skills coordinator will meet to review the records of students who are in academic difficulty.
Through consultation with the student, faculty advisor, dormitory faculty, and teachers, ARC diagnoses the sources of the student’s struggles and initiates action for improvement. The dean of academic life is primarily responsible for reporting to parents any faculty decisions regarding academic review.The criteria for identifying a student in academic difficulty are: (1) one F or two Ds for any marking period; (2) unsatisfactory effort or performance significantly below demonstrated academic ability; and/or (3) potential to be unable to fulfill a diploma requirement. Once any of the above criteria has been met, the ARC process is set in motion. (See ARC Responses below.) Preps and new lower mids will not be placed on ARC as a result of their academic performance in the first marking period. Academic Review Committee (ARC) Responses When students meet the criteria for academic review — (1) one “F” or two “Ds” for any marking period; (2) unsatisfactory effort or performance significantly below demonstrated academic ability; and/or (3) potential to be unable to fulfill a diploma requirement — the Academic Review Committee responds in one of the following ways:
- Academic Warning. The student may be required to meet with and receive a list of recommendations from Study Skills. A warning is reviewed after the completion of the following marking period.
- Academic Probation. A student’s failure to demonstrate improvement following an Academic Warning, or falling subject to the ARC criteria for a second time within four marking periods, results in Academic Probation and signals that their position at Hotchkiss is in jeopardy. Academic Probation will carry with it specific directions to help the student improve and is reviewed after two marking periods. In rare cases, Academic Probation may be extended to a third marking period, but it would be unacceptable to have a student on Academic Probation for the student’s entire Hotchkiss career.
- Advice to Withdraw. If the student’s schoolwork has not improved significantly by the time the Academic Probation is reviewed, or if the student’s performance warrants Academic Probation twice within the span of two years, it may be the case that the student is not thriving at Hotchkiss and so may be advised to withdraw. If this advice is issued during the course of the academic year, and the student has still not met stated expectations by June, the School may issue the following response:
- Requirement to Withdraw. The School informs the parents that the student may not return in the fall. If a student’s Academic Probation comes up for review at the June meetings and seems unlikely to improve, the faculty may skip “Advice to Withdraw” and move immediately to this response.
Exceptions to the time frame outlined above: Preps and new lower mids would not normally be eligible for Academic Warning until the end of their second marking period at Hotchkiss. The School reserves the right, however, to disregard this in egregious cases (e.g., multiple failings). The School also reserves the right to accelerate ARC responses in egregious cases (e.g., require a student to withdraw at the end of the school year after one marking period on probation if no effort has been made to improve).
15 ALMANAC 2018-19 Rev 8/15/18 RECLASSIFICATION Reclassification of students is rare.
With guidance from the faculty advisor, class dean, and the dean of academic life, a student seeking reclassification submits a written petition to the Committee on Honors and Academic Standing (CHAS). According to CHAS guidelines, the student must provide a relevant context and compelling rationale for reclassification. STUDENTS SEPARATED FROM SCHOOL A student who is dismissed or withdraws from School prior to discipline will not receive credit from Hotchkiss for outstanding work. The dean of academic life will request an exit grade (i.e., the cumulative grade point average at the time of separation) and a written narrative of completed and outstanding work from each teacher to create a comprehensive document that will be sent to the separated student’s new school so it can determine the student’s credits.
A student who is dismissed or withdrawn prior to disciplinary action in the last four weeks of the spring term may petition the Committee on Academic Standing (CHAS) to receive credit for the year.
Students who withdraw or are separated from School must return their School-owned computers upon departure. READMISSION Students seeking readmission from a voluntary, medical, or required withdrawal or separation should complete the application for readmission, available through the Academic Office. Readmission is not guaranteed. The application for readmission and all supporting documentation (e.g., letters, recommendations, transcripts) must be received by February 15. Students will be notified of a decision on their application on or around March 1 for fall return in the following academic year.The readmission process is initiated when the Academic Office receives a student’s application. Students may request an application from the Academic Office in person or by calling (860) 435-3186. REVIEW OF YOUR REQUEST FOR READMISSION The Readmission Team, which includes the associate head of school, dean of community life, dean of academic life, dean of residential life, dean of admission, and the student’s class dean, reviews requests and determines whether a student should return to the School. The Readmission Team forwards a recommendation to the head of school. Factors that inform the Readmission Team’s determination and recommendation include: coursework completed elsewhere since withdrawal; the student’s capacity to participate fully and safely in the academic and co-curricular program of the School; the student’s needs; the impact on the well-being of the community; and the student’s letter addressing the following:
- When and why did the student leave Hotchkiss?
- Why does the student wish to return to Hotchkiss at this time? (If appropriate, please address readiness to return to school).
- What has been done since leaving Hotchkiss and what has been learned from the experiences?
- If appropriate, an assessment of the issues confronted at Hotchkiss and how they have since been addressed. If the student attended another school following withdrawal or separation, an official transcript must be sent to the registrar by the deadline of February 15. Transcripts can be mailed or faxed to the registrar’s attention at (860) 435-3691. If the student received medical and/or mental health treatment related to the reasons for the withdrawal or separation, the reapplication must include a letter from the physician and/or mental health provider detailing the length, frequency, and nature of treatment, and an assessment of the readiness to return to Hotchkiss.
COMMITTEE ON HONORS AND ACADEMIC STANDING (CHAS) CHAS convenes as necessary to respond to the petitions of individual students making requests for accommodations and exceptions to academic policy. CHAS is chaired by the dean of academic life and consists of the associate dean of faculty
16 ALMANAC 2018-19 Rev 8/15/18 (who serves as secretary), four elected faculty members, and two elected students. The dean of community life is present as a non-voting member. In matters involving students who are not U.S. citizens, the director of the center for global understanding and independent thinking is invited to be present, as well.
At the end of the academic year, the authority of CHAS is transferred temporarily to the dean of academic life. Students seeking an accommodation or exception to academic policy should make an appointment with the dean of academic life to review the process for submitting a petition to CHAS. ABSENCES FOR STANDARDIZED TESTS PSAT, TOEFL, ACT, SAT When students are given permission to take PSAT, TOEFL, SAT Reasoning, or SAT Subject tests, students are excused from all classes and homework due on the day of the test. To minimize disruption to students’ studies, it is generally recommended that upper mids wait until the spring semester to take the SAT or ACT.
However, upper mids who wish to test earlier should restrict their testing to dates communicated by the College Office (September or October for the ACT, and October or November for the SAT). Upper mids are only excused for one SAT and one ACT in the fall. December testing is strongly discouraged as it occurs when students are preparing for semester exams. If questions arise, the student should consult with the College Office before scheduling test dates. The College Office will notify the dean of academic life to facilitate communication about absences.
Teachers must give students sufficient time to make up missed material; they may not give a double assignment for the next class. Students are responsible for scheduling an extra help session with their teacher to go over missed material, if needed. Missed quizzes or tests should be rescheduled within the next three class days. AP Exams Students taking a morning AP exam are excused from all appointments after the end of classes the day before the exam. Most morning AP exams end in time for students to return to their normal schedule for periods 5a and 5b, attending class or lunch as usual, and they are expected to do so unless their testing extends past noon.
Students taking an afternoon exam are excused from their morning classes. Students are expected to notify teachers well in advance that they will be missing a class due to an AP exam and make up any missed work in a timely fashion. Students have the option of an automatic 24-hour extension for any quiz, test, or paper due in other courses on the day of an AP exam. AP teachers may not assign homework for the next regularly scheduled class meeting after the exam and may give up to two class cuts in order to allow the student time to catch up in other subjects. AP classes do not end with the AP exams and meet as usual until the end of the term.
OFF–CAMPUS PROGRAMS Students have opportunities to spend a marking period, semester, or year away from campus on an exchange, semester, or yearlong program.
Exchange programs provide students with an intercultural learning opportunity that challenges them to blend the knowledge, skills, and understanding gained at Hotchkiss with those gained in a different cultural context. While exchanges focus on participating in the community life of the receiving school and on experiencing the culture of the host country, underclass students should plan a course of study that enables them to reintegrate into the Hotchkiss program as seamlessly as possible. Students interested in participating in any exchange program should contact the director of international programs for details and guidelines.
Sanctioned off-campus semester and year-long programs are designed and run by other institutions and organizations and are considered unqualified extensions of the Hotchkiss program. Coursework completed during these off-campus programs receives full credit, is incorporated into Hotchkiss grade point average calculations, and satisfies Hotchkiss distribution requirements. The grades received at a sanctioned program appear on the student’s Hotchkiss transcript, with appropriate program and semester/year notations. In addition, Hotchkiss students will be liable for the disciplinary action taken by
- CityTerm: www.cityterm.org
- Chewonki Semester School: www.chewonki.org/mcs
- Island School: www.islandschool.org
- High Mountain Institute: www.hminet.org Students interested in attending a semester off-campus program must meet with the dean of academic life by the end of the first week of the second semester to review the application procedure.
The yearlong program sanctioned by Hotchkiss is School Year Abroad (SYA). Students interested in attending a SYA must meet with the SYA coordinator by the end of the first week of the second semester to review the application procedure. Students interested in attending a different semester or year-long program must petition the Committee on Honors and Academic Standing. RELATED ACADEMIC MATTERS Student Information Every student is entitled to be addressed by their preferred name and the pronoun that corresponds to their gender identity and expression. Students are not required to obtain parental consent or a court-ordered name and/or gender change as a prerequisite to being addressed by their preferred name and pronoun.
The School invites students to use a chosen name and gender pronouns that reflect their identity. All students who wish to discuss changes should speak with the director of diversity and inclusion and the dean of academic life.
Study Skills and Academic Support The Study Skills Office offers support and specific assistance to all students. Academic coaches help students improve study skills, time management, reading, and writing. Science and math learning support is also offered. The Edsel Ford Memorial Library Built in memory of Mr. Ford by his wife, Eleanor Clay Ford, and their three sons, Henry Ford II ’36, Benson Ford ’38, and William Clay Ford ’43, the School’s 25,000-square-foot library is dedicated to partnering with teaching faculty to help students learn and build skills as researchers.
Information Technology Services (ITS) ITS is responsible for all computing and networking services.
Upon matriculation, a student receives a laptop. This laptop must be returned to the School if the student withdraws or is dismissed. Center for Global Understanding and Independent Thinking The Center promotes understanding and awareness of global issues, cultural themes, and current events through curricular activity, ensures international and intercultural opportunities are available to all students, monitors and reports on international events to the School, develops alliances with institutions around the world, and arranges for visits of scholars and other speakers.
International Programs The director of international programs helps address international students’ needs and works with students who wish to pursue off-campus programs and relevant courses of study at Hotchkiss. The director administers grants for communitybased service work in the developing world and publicizes a range of summer opportunities.